Wednesday Full House Diane Ravitch's blog
A site to discuss better education for all
DeVos’s New Cause: The Rights of Those Accused of Raping Women on Campus
Wednesday, July 12, 2017
Wednesday Full House Diane Ravitch's blog | A site to discuss better education for all
Diane Ravitch's blog | A site to discuss better education for all:
DeVos’s New Cause: The Rights of Those Accused of Raping Women on Campus
DeVos’s New Cause: The Rights of Those Accused of Raping Women on Campus
'Reset' Of Regulations By DeVos Prompts Hearings : NPR Ed : NPR
'Reset' Of Regulations By DeVos Prompts Hearings : NPR Ed : NPR:
Back To The Starting Line On Regulating For-Profit Colleges
Back To The Starting Line On Regulating For-Profit Colleges
Betsy DeVos has put the brakes on two Obama-era regulations aimed at protecting student borrowers. Beginning with two public hearings this week, one in Washington, D.C., on Monday and a second today in Dallas, the Education Department is asking stakeholders to go back to the starting line.
On Monday, speaker after speaker in favor of the rules expressed weariness at the reopening of a "negotiated rulemaking" process that took several years and much legal wrangling.
"I can't believe we're here again," Alexis Goldstein of Americans for Financial Reform, a consumer rights advocacy group, said at the first public comment hearing this week. A second hearing will take place today from 9 a.m. to 4 p.m. ET in Dallas.
Monday's all-day hearing marked the beginning of a "regulatory reset" announced by Education Secretary Betsy DeVos last month on two rules designed to protect borrowers from predatory for-profit colleges:
- The "gainful employment" rule sanctions individual programs at colleges and universities based on how many students are able to pay back their loans.
- The "borrower defense to repayment" rule smooths the way for students to get their loans forgiven if their college is found to engage in fraudulent behavior, a situation that has befallen tens of thousands of students at Corinthian Colleges and ITT Technical Institute, among others, in the last few years.
Among those who testified Monday was Kevin Thompson, a 20-year veteran of the Navy who found himself homeless, along with his family, while enrolled in ITT Tech. He testified that, after the college was shut down, he was left with no degree, exhausted GI benefits, loans that need to be repaid and credits that could not be accepted elsewhere.
"Gainful employment is meant to prevent future predatory behavior; borrower defense is meant to help those hurt," Barmak Nassirian of the American Association of State 'Reset' Of Regulations By DeVos Prompts Hearings : NPR Ed : NPR:
David Brooks, All-American: A Reader | radical eyes for equity
David Brooks, All-American: A Reader | radical eyes for equity:
David Brooks, All-American: A Reader
David Brooks, All-American: A Reader
The best lack all conviction, while the worst
Are full of passionate intensity.“The Second Coming,” William Butler Yeats
Like Donald Trump and his Stepford Wives sons, David Brooks embodies much of what is wrong with the good ol’ U.S. of A. and the hollow failure that is the mainstream media, notably the floundering Wizard of Oz known as the New York Times.
In short, and while I originally read this about Newt Gingrich, Brooks is what ignorant, ill-informed, and/or simply stupid people believe smart people are.
Brooks matches what the white male ruling elites have sold the American public counts as authority: suit and tie, glasses, haircut with the proper part on the side (although even his hair knows to abandon the ship of his thick and possibly hollow skull).
However, and most importantly, Brooks is a white man who holds forth on everything with a genial authority, and he has acquired a bully pulpit mostly because he is a white man who holds forth on everything with a genial authority.
The schtick here is that Brooks is doing his All-American service by making really hard ideas accessible to the much less sophisticated American public.
It is what stand-up comics have done for decades, but Brooks, especially, David Brooks, All-American: A Reader | radical eyes for equity:
ECOT Appeals to OH Supreme Court after Trial Court, Appeals Court and OH Dept. of Ed. Reject Excuses | janresseger
ECOT Appeals to OH Supreme Court after Trial Court, Appeals Court and OH Dept. of Ed. Reject Excuses | janresseger:
ECOT Appeals to OH Supreme Court after Trial Court, Appeals Court and OH Dept. of Ed. Reject Excuses
ECOT Appeals to OH Supreme Court after Trial Court, Appeals Court and OH Dept. of Ed. Reject Excuses
The serialized saga of the years-long theft of tax dollars by Ohio’s Electronic Classroom of Tomorrow (ECOT) has been exciting. It seems, however, that the story may be ending. And while Ohio’s out-of-control charter sector rip-off will continue, in the specific story of ECOT, at least, it appears there is hope that the good will win out.
All the signs point to a fall for the notorious Bill Lager, the founder of ECOT and the guy whose private management and curriculum companies have amassed a profit of $200 million over the years. Although it seems the end is near, the state and a lot of local school districts are still owed $60 million in funds over-paid to ECOT for the 2015-2016 school year alone. And the Columbus Dispatch reports that the Ohio Department of Education has not released results of a new attendance audit for the 2016-2017 school year. Assuming the state can claw back what ECOT owes, the remaining question is whether local school districts will be able to recoup what they have paid, or whether the state will keep the money.
Here is a plot summary, according to the editorial board of the Akron Beacon Journal: “So far, a Franklin County trial court, the Education Department, a separate hearing officer and now the appeals court have rejected the ECOT case. Next, the school heads to the Ohio Supreme Court, where it has already asked the justices to block the state from retrieving that $60 million.” “ECOT argues that state law requires the school to provide the mere opportunity for a minimum 920 hours of learning per year. The appeals court found the obligation is much greater. It reminded that though enrollment is key, student participation drives the level of public money the school receives. Thus, education officials rightly requested log-on and log-off data showing when students engaged in learning online. If the state failed for years to enforce the necessary standard, that doesn’t mean it must hold to a neglectful course.”
In mid-June, the Ohio State Board of Education voted almost unanimously to require ECOT to re-pay the state $60 million dollars the school had charged the state for the phantom students it said were enrolled but whose participation could never be documented. The State Board ECOT Appeals to OH Supreme Court after Trial Court, Appeals Court and OH Dept. of Ed. Reject Excuses | janresseger:
Badass Teachers Association: Mississippi, What Do You Think You Are Doing? by Amanda Koonlaba
Badass Teachers Association: Mississippi, What Do You Think You Are Doing? by Amanda Koonlaba:
Mississippi, What Do You Think You Are Doing?
by Amanda Koonlaba
Mississippi, What Do You Think You Are Doing?
by Amanda Koonlaba
Originally posted at: http://www.msedblog.net/2016/06/29/koonlaba-mississippi-what-do-you-think-you-are-doing/
I’ve just read the most depressing article this morning from back in the spring about Detroit’s schools. It tells about how much some families struggle to get their children to school in a place where school choice policy has run rampant for many years. I can’t imagine having to do any of the things described in the article to get my children to school. I completely count on the good public schools where I live to provide an education for them.
I’ve just read the most depressing article this morning from back in the spring about Detroit’s schools. It tells about how much some families struggle to get their children to school in a place where school choice policy has run rampant for many years. I can’t imagine having to do any of the things described in the article to get my children to school. I completely count on the good public schools where I live to provide an education for them.
I acknowledge that we are privileged to live where we live, which brings me to the first major point I want to make with this post: I want ALL students, not just my own, to have access to quality schools.
Forcing schools to compete, students to compete, parents to compete will not provide our society with what it needs to sustain itself. Education should be a basic, civil right. The principles of the free market do not work for education. I’ve said and written all of these things what feels like a billion times. However, I keep saying all of this because we should never forget that the product of an educational system is human beings…not cars, not technology, not entertainment.
I fear that I am becoming a minority in this country and state as I refuse to only look out for my own best interests in this matter.
I still believe in the common good. I believe in ethical decision-making. I believe this country and this state are not mine, not yours. America and Mississippi are ours.
I once had a Twitter conversation with Dmitri Mehlhorn, one of the co-founders of StudentsFirst and the Hope Street Group, major pro-school choice organizations at the national level. He Badass Teachers Association: Mississippi, What Do You Think You Are Doing? by Amanda Koonlaba:
John White and Katherine Westerhold | deutsch29
John White and Katherine Westerhold | deutsch29:
John White and Katherine Westerhold
John White and Katherine Westerhold
On October 01, 2015, the Times-Picayune published a social scene article entitled, “All You Need is NOMA’s Love in the Garden.”
As is usual for the society pages, names of notable attendees were published, including that of Louisiana state superintendent and the woman who accompanied him (underlining added):
Others enjoying the mood were NOMA Director Susan Taylor with husband, Paolo Meozzi, event co-chairs Robyn and Andrew Schwarz and Margaret and Pierre Villere, NOMA Volunteer Committee Chair Joni Diaz with Tommy Diaz, NOMA Board President Julie George and Ted George, Elizabeth and Clifton LeBlanc, David Edwards, Winnie and Mark Brown, Anne and Edmund Redd, Marshall Hevron, Beth and Austin Lavin, Celeste Marshall, Nicole Wright and David Francis, Bryant York and Elizabeth Porter York, Janet and Scott Howard, Mandie Landry, Cathy and Morris Bart, Penny and Al Baumer, Basi and Michael Carbine, Cammie Mayer, Kay McArdle and Joe Handlin, Penny Francis with daughter Casi, Taylor Morgan, Brent Wood, Lorena O’Neil and Max Vorhoff, Katherine Westerhold and John White, and Jennifer and John Rowland.
Interestingly, in an article about the same event appearing in the New Orleans Advocate almost two months later, in late November 2015, journalist Nell Nolan chose to alter White’s name, arguably to obscure his attendance at the event– and likely, his social connection to Katherine Westerhold (underlining added):
“Love” laurels were extended to Dawn DeDeaux, Tina Freeman, Susan Gisleson, Delaney Martin, Chandra McCormick and Keith Calhoun as the honored 2015 artists. Further brass were the event chair couples, Robyn and Andrew Schwarz and Margaret and Pierre Villere, and their committee of 92 LOVE-rs. Also, NOMA’s Montine McDaniel Freeman Director Susan M. Taylor and husband Paolo Meozzi, Cathy and Morris Bart, Penny and Al Baumer, Basi and Michael Carbine, Cammie Mayer, Kay McArdlle and Joe Handlin, Penny Francis and daughter Casi, Taylor Morgan, Rodney and Jane Besthoff Steiner, Valerie Besthoff, Lorena O’Neil and Max Vorhoff, Julie and Ted George, and Katherine Westerhold and Max White. Joni Diaz chairs the NOMA Volunteer Committee.
It turns out that Max White– I mean– John White and Katherine Westerhold are an John White and Katherine Westerhold | deutsch29:
The Slippery Slope of Standards-Based Education - The Crucial Voice of the PeopleThe Crucial Voice of the People
The Slippery Slope of Standards-Based Education - The Crucial Voice of the PeopleThe Crucial Voice of the People:
The Slippery Slope of Standards-Based Education
The Slippery Slope of Standards-Based Education
The Standoff in Idaho Over Science Standards Reveals The Slippery Slope of Standards-Based Education
Co-authored by Idahoans Mary Ollie, Mila Woods, and Victoria M. Young
The uproar over Idaho’s proposed science standards is a grand demonstration of ideology blinding us to our reality. And the push for headlines and sound bites trumped technical aspects of standards design. The process became an exercise in frustration that could easily have been avoided by making a distinction between a standard – what students should know and do— and content— what is taught.
The art and science behind writing standards matters also.
Why is the difference important? At the beginning of the standards-based education craze, Idahoans were sold on the idea of “Standards of Excellence” (then known as “exiting” standards).
The promise was that state standards would not infringe on local control of curriculum (subject content and how it is taught). State standards were to serve as minimum educational requirements, not an all-encompassing system of control.
Due to lack of legislative and administrative oversight and accountability, the outcome-based (standards) movement spawned a series of word changes that has gradually closed the door on local control.
“Exiting” standards became “achievement” standards (corresponding to the foundation of No Child Left Behind (NCLB)) and were eventually labeled in Idaho Code as Idaho “Content” Standards. With our focus on federal NCLB overreach, we couldn’t see our The Slippery Slope of Standards-Based Education - The Crucial Voice of the PeopleThe Crucial Voice of the People:
Pay for Success – Also Known as Social Impact Bonds, Senator Orrin Hatch & the Every Student Succeeds Act (ESSA) | Seattle Education
Pay for Success – Also Known as Social Impact Bonds, Senator Orrin Hatch & the Every Student Succeeds Act (ESSA) | Seattle Education:
Pay for Success – Also Known as Social Impact Bonds, Senator Orrin Hatch & the Every Student Succeeds Act (ESSA)
Pay for Success – Also Known as Social Impact Bonds, Senator Orrin Hatch & the Every Student Succeeds Act (ESSA)
Back in the early 2000’s Sun Microsystems’ Scott McNealy described the pending merger between Hewlett-Packard and Compaq as “the sound of two garbage trucks colliding”.
Whenever I read through the 449 page abomination that is the 2016 re-write of the 1965 ESEA – later rebranded as the ESSA – I can’t help thinking of that phrase.
The law really is a never ending dumpster fire.
Thanks to boastful politicians, like Senator Orin Hatch, the public gets to learn in a round about way some of the awful things tucked into the ESSA.
For example:
From July 16th, 2015Senate Passes Hatch “Pay for Success” Amendment“With Pay for Success, state and local leaders will be empowered to fund initiatives that deliver real results for their communities and schools. Rather than being limited by what federal bureaucrats at the Department of Education think best, funding should be more connected to local innovation and successful outcomes. I’m pleased the Senate has voted to approve my amendment, which builds on tremendous success leaders have already seen in my home state of Utah.”
What’s Pay for Success?
It’s telling that Hatch’s short statement is full of buzz works like “empowered”, “local innovation”, and “successful outcomes”, but really doesn’t explain what Pay for Success means or more importantly, how it works.
I think this is deliberate.
Pay for Success is an upbeat re-branding of social impact bonds or SIBs.
In the case of the ESSA, social impact bonds are a way for investors to speculate on education outcomes; essentially making bets on programs and then measuring if kidsPay for Success – Also Known as Social Impact Bonds, Senator Orrin Hatch & the Every Student Succeeds Act (ESSA) | Seattle Education:
Seattle Schools Community Forum: Back to the PTA Fundraising Sharing Discussion
Seattle Schools Community Forum: Back to the PTA Fundraising Sharing Discussion:
Back to the PTA Fundraising Sharing Discussion
We're revisiting this issue because it seems to be receiving more and more attention, both nationally and here in Seattle. Again, this comes back to the question of equity which gets trickier because PTA is a private organization that encourages both kinds of parent engagement - funding and volunteering in their child's public school.
I was reminded of this by a recent op-ed in the South Seattle Emerald. Here's their headline which flips the idea of contributing money to your child's school on its ear:
Contributing to Inequity: White Parents Must Act to Change Seattle Public Schools’ Opportunity Gap
The piece was written by Hayden Bass and Vivian van Gelder who are parents of students in Seattle Public Schools. Here's their basic premise:
A necessary first step is to educate ourselves about the historical and continuing factors driving our district’s shameful opportunity gap.
These factors include poverty, redlining (which segregated the city), the way Seattle Schools Community Forum: Back to the PTA Fundraising Sharing Discussion:
Back to the PTA Fundraising Sharing Discussion
I was reminded of this by a recent op-ed in the South Seattle Emerald. Here's their headline which flips the idea of contributing money to your child's school on its ear:
Contributing to Inequity: White Parents Must Act to Change Seattle Public Schools’ Opportunity Gap
The piece was written by Hayden Bass and Vivian van Gelder who are parents of students in Seattle Public Schools. Here's their basic premise:
White parents, then, are uniquely situated to challenge institutional racism in our education system – and conversely, to uphold the status quo by resisting the understanding that our system, as it is currently designed, does not distribute opportunity fairly.So what to do?
A necessary first step is to educate ourselves about the historical and continuing factors driving our district’s shameful opportunity gap.
These factors include poverty, redlining (which segregated the city), the way Seattle Schools Community Forum: Back to the PTA Fundraising Sharing Discussion:
No Status Quo in Wisconsin! | BustED Pencils
No Status Quo in Wisconsin! | BustED Pencils:
No Status Quo in Wisconsin!
Since testifying against the Wisconsin DPI (Department of Public Instruction) teacher license rule changes, some have suggested that I am simply a defender of the status quo. That my insistence on “standards” means I wish to keep in place the current system. Nothing can be further from the truth.
No Status Quo in Wisconsin!
Since testifying against the Wisconsin DPI (Department of Public Instruction) teacher license rule changes, some have suggested that I am simply a defender of the status quo. That my insistence on “standards” means I wish to keep in place the current system. Nothing can be further from the truth.
Here is a direct quote from testimony,
“All of our children deserve a fully qualified, licensed teacher. A teacher who is culturally competent. A teacher with a deep understanding of linguistic plurality. A teacher with multiple experiences in inclusive settings. These teachers must have an education rooted in critical pedagogy that exposes societal inequities and inspires a passion for social justice.”
Please explain how this is a call for keeping things the same.
When I refer to standards it is the vision that I present above that I am referring to—not the current “hurdles” that have been made a part of the licensing system by those outside the field of teaching and teacher education.
I strongly support the elimination of any high stakes standardized test as a gatekeeper to the teaching profession. That means PRAXIS, Core, and FoRT (Foundations of Reading Test). Each of these imposed gates has been detrimental to actually preparing the teachers ourNo Status Quo in Wisconsin! | BustED Pencils:
A Note About Identity and The Light That Guides Us | The Jose Vilson
A Note About Identity and The Light That Guides Us | The Jose Vilson:
A NOTE ABOUT IDENTITY AND THE LIGHT THAT GUIDES US
A NOTE ABOUT IDENTITY AND THE LIGHT THAT GUIDES US
Recently, I wrote on Medium about my racial identity and how my blackness shapes the way I view the world. Observe:
The idea of joy and love as expressed by marginalized cultures gets lost in America. It also stands to reason that many of us who are labeled first- or second-generation Latinx often carry a racial or cultural schema that differs from America, so it’s odd trying to explain someone’s racial understanding to someone who holds steadfast to theirs. For example, the stereotype is that Dominicans hate Black people, but that ignores the plethora of Black Dominicans who’ve offered pockets of resistance all over the island. To some, it also diminishes blackness to an imperial concept where we can only imagine this experience in the context of the United States and not in the dozens of other countries where, yes, we exist.
I didn’t understand the amazing reaction to the piece at first because I don’t often get a chance to uncover these elements of what makes me. I also feel like I dove (not tiptoed) into a discussion around ideas of antiblackness and immigration that are still too sensitive in our culture.
At the same time, if I don’t A Note About Identity and The Light That Guides Us | The Jose Vilson:
Audio: LAUSD board members will soon rank among California's highest-paid municipal officials | 89.3 KPCC
Audio: LAUSD board members will soon rank among California's highest-paid municipal officials | 89.3 KPCC:
LAUSD board members will soon rank among California's highest-paid municipal officials
Mรณnica Ratliff learned the hard way: in Los Angeles, there's no such thing as a "part-time" school board member.
LAUSD board members will soon rank among California's highest-paid municipal officials
Halfway through her four years on the L.A. Unified School Board, Ratliff took a part-time teaching job in another district. She said the job didn't pay enough on its own — about $45,000 annually for anyone without outside income; about $26,000 for "part-time" board members with other jobs.
"I thought, well, people will understand. 'She's a school board member who's a teacher,'" Ratliff said Monday during testimony before a committee exploring whether to raise L.A. Unified board members' salaries.
"And I'm telling you," Ratliff added, "people still didn't like that … You get emails all the time, in the middle of the night, and people expect you to respond. And the excuse, 'I'm sorry, but I'm a part-time school board member' — nobody wants to hear that."
Ratliff said her performance as board member suffered. She couldn't visit campuses or observe classrooms during the normal school day. Staff members had to step in and take meetings she felt she should be attending.
"I don't think I did as good a job, in a way," said Ratliff, "the second half as I did in the first half" — when she was a "full-time" board member. Her term on the L.A. Unified board ended last month.
It appears Ratliff will be part of the last class of L.A. Unified board members to face this trade-off.
On Monday, members of the appointed "Board of Education Compensation Review Committee" approved a salary increase that, once finalized, will make L.A. Unified board members among the best-compensated local elected officials in California.
As early as September, the annual base salary for full-time board members will increase to $125,000, a 174 percent increase. Board members who earn a salary or honorarium elsewhere will make $50,000.
In education terms, the move means board members' salaries will jump from just Audio: LAUSD board members will soon rank among California's highest-paid municipal officials | 89.3 KPCC:
California School Climate, Health, & Learning Survey System - Health (CA Dept of Education)
Resources - Health (CA Dept of Education):
More about Youth Risk Behavior Survey Participation
California School Climate, Health, & Learning Survey System
Information on resources for health services and programs, including research and data collection on youth health behaviors.
Funding Results
Youth Risk Behavior Survey Participation
Note: Recipients and funding amounts are subject to budget and administrative adjustments.
Proposed funding results for the 2016-17 Youth Risk Behavior Survey Participation, pending approval by the California Department of Education.
Program Questions: Daniela Torres, e-mail: dtorres@cde.ca.gov, tel. 916-319-0284
Fiscal Questions: Daniela Torres, e-mail: dtorres@cde.ca.gov, tel. 916-319-0284
More about Youth Risk Behavior Survey Funding Results
Data Collection
California School Climate, Health, & Learning Survey System
The California School Climate, Health, and Learning Survey (Cal-SCHLS) System 
is comprised of three interrelated surveys developed for and supported by the California Department of Education (CDE):
is comprised of three interrelated surveys developed for and supported by the California Department of Education (CDE):- The California Healthy Kids Survey for students
- The California School Climate Survey for staff
- The California School Parent Survey for parents
These surveys provide schools and districts with critical information about the learning and teaching environment, the health and well-being of students, and supports for parents, school staff, and students that foster learning and school success. They also allow schools and districts to compare survey findings across the stakeholder groups. Survey reports are available at the district, county and statewide levels for the student survey; and at the district and state levels for the staff survey.
Youth Risk Behavior Survey
The Youth Risk Behavior Survey (YRBS) provides data on health-risk behaviors among ninth through twelfth grade students, including behaviors that contribute to injuries and violence; alcohol or other drug use; tobacco use; sexual risk behaviors; unhealthy dietary behaviors; and physical inactivity. The YRBS also measures the prevalence of obesity and asthma among youth and young adults.
Youth Risk Behavior Surveillance Survey
The Center for Disease Control and Prevention's Youth Risk Behavior Surveillance System is the only surveillance system designed to monitor a wide range of priority health risk behaviors.
The Center for Disease Control and Prevention's Youth Risk Behavior Surveillance System is the only surveillance system designed to monitor a wide range of priority health risk behaviors.
Survey Consent Form
Youth Risk Behavior Survey Passive Parental Permission Form (English) (DOC)
Available Translations of the Youth Risk Behavior Survey Passive Parental Permission Form
The YRBS passive permission form is distributed to parents or guardians explaining the nature of the YRBS.
Available Translations of the Youth Risk Behavior Survey Passive Parental Permission Form
The YRBS passive permission form is distributed to parents or guardians explaining the nature of the YRBS.
Funding
YRBS Participation Funding Results (2016-17)
Funding results for one-time grants to select high schools that complete and submit their 2017 YRBS to the CDE.
Funding results for one-time grants to select high schools that complete and submit their 2017 YRBS to the CDE.
YRBS Participation Funding Results (2014-15)
Funding results for one-time grants to select high schools that complete and submit their 2015 YRBS to the CDE.
Funding results for one-time grants to select high schools that complete and submit their 2015 YRBS to the CDE.
Research & Reports
Getting Results: Developing Safe and Healthy Kids
This publication documents effective research-based strategies for designing and implementing alcohol, tobacco, and other drug and violence prevention programs for schools.
This publication documents effective research-based strategies for designing and implementing alcohol, tobacco, and other drug and violence prevention programs for schools.
Narconon Drug Abuse Prevention Program Evaluation
Evaluation of the Narconon Drug Abuse Prevention Program, prepared for the CDE and the California Healthy Kids Resource Center, January 2005.
Evaluation of the Narconon Drug Abuse Prevention Program, prepared for the CDE and the California Healthy Kids Resource Center, January 2005.
The Stuart Report (PDF)
Based on data from the California Healthy Kids Survey, The Stuart Report, Ensuring That No Child is Left Behind: How Are Student Health Risk and Resilience Related to the Academic Progress of Schools underscores the importance youth development strategies in preventing high-risk behaviors among youth. According to this report, policies and practices that focus exclusively on raising test scores, while ignoring the comprehensive health and developmental needs of students, are likely to leave many children behind.
(PDF)Based on data from the California Healthy Kids Survey, The Stuart Report, Ensuring That No Child is Left Behind: How Are Student Health Risk and Resilience Related to the Academic Progress of Schools underscores the importance youth development strategies in preventing high-risk behaviors among youth. According to this report, policies and practices that focus exclusively on raising test scores, while ignoring the comprehensive health and developmental needs of students, are likely to leave many children behind.
CalEdFacts
Part of CDE's information and media guide about education in the State of California. For similar information on other topics, visit the full CalEdFacts.
- California School Climate, Health, and Learning Survey System - CalEdFacts
- California Healthy Kids Survey - CalEdFacts
- California School Climate Survey - CalEdFacts
Questions: Coordinated School Health and Safety Office | 916-319-0914
More about Youth Risk Behavior Survey Participation
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